CLASS OBSERVATION N°2

CLASS OBSERVATION N°2

Saturday, September 10^th 2016

This time, I was assigned by my mentor teacher to develop two stages of a complete class (Warm-up and Encounter stage). To be honest, it was the first time that I was going to teach English to teenagers. For that reason, I was really nervous but excited, I did not know if they were going to follow my instructions or understand my explanations.

That Saturday, I tried to come at university as early as possible; I put all my stuffs on the desk in order to be ready to teach. The time came, and before to start the class, I asked to the students the questions “How was your week?” and “How are you today?”. Honestly, I felt happy when all the students answered my questions. 

Activity 1: Warm-up (Broken Telephone)

To break the ice, I asked SS to stand up and make two groups (A groups of girls and a group of boys); each group had to create a line looking to the board. I explained them that the two SS who were at the back of each line were going to pass a message. The sentence had to be sending one by one by the ear of each classmate and when the first SS got the sentence, he/she had to pass to the board and write the sentence. After each group had written their sentence on the board, I asked to the SS who were sending the message, if the sentence on the board was correct, (The sentences that I used were related with the last topic “Should/shouldn’t and ought to) and most of the time the sentences were written and sent correctly. (The students understood very well the instructions and they enjoyed doing this activity).

Activity 2: Vocabulary (A working life)

After played with the SS, I asked them to make a circle. I showed them that I had some pictures and some names, they had to take a picture or a name and then, they had to choose the proper name of their picture, or viceversa. After this, I asked them if every SS had found their partner, when they finished, I asked them to past on the board each picture with their correct name. Later, I asked students if they knew the meaning of each word, some Ss did not know. So, I explained each word in order that they could understand the meaning. (Students were interesting with each picture and the meaning, and they could learn new vocabulary).

(At the beginning Ss were relax and they were happy to participate to read some instructions of the book).

Activity 3: Reading (A working life)

For the next activity, T Luis took my place. Ss were asked if they had any doubts about the previous vocabulary. After this, T Luis asked students to work in pag 34. SS had to read the information, besides T Luis asked students if they had any question about the reading vocabulary. Some Ss asked to the teacher some words that were not clear for them, T explained each word.

(Honestly, I really liked this activity, because I could notice that some students already have what they want to be in their future).

Activity 4: Extra activity (speaking)

After teacher explained each word, SS were asked to stand up, T asked each student’s age and he asked them to get in groups with the classmates that had the same ages. Besides, T asked them to work in the same reading pag (34). SS had to ask the same reading questions to their classmates and they had answer with their personal information. (Honestly, I really liked this activity, because I could notice that some students already have what they want to be in their future).  

(I checked that students were bored because of the audio).

Activity 5: Reading activity

Working in the same reading activity, T asked students to work in pag (35), in this page students had to read again the short information (reading section), and base on that, Ss had to answer the exercise 1. After they finished, T Luis asked students to compare their responses with a partner and then, as a whole group.

(This time I could realize that students were participating and they answer the questions in the first audio played).

Activity 6: Listening activity

Later, Teacher told to the SS to work in exercise 2, students had to listen to an audio three times. After this students had to match the questions with their corresponding answers. When they finished, Ss had to compare their answers. Besides, T Luis told me if I could develop the last to listening activities. So, I told Ss to work in pag 36. First, I asked to a student to read the instructions and then exercise, I explained that Ss had to listen to the audio and write the correct word in the blank space. I played the audio twice, and then I asked ss to compare their answers with a classmate. I did the same activity with the exercise 3, a student read the instructions and the exercise and then I explained that Ss had to listen to the audio twice and match the beginning of the sentences with the ending. When Ss had finished, I asked them to compare their responses with a classmate. Finally, we read each answer one by one in order to made CCQ. (I felt very happy when my mentor teacher asked me for help, because this will help me a lot in my future as a teacher.)

(Honestly, I enjoyed this activity because it was very interesting and I could notice that complete class loved it).

Activity 7: Grammar (Be going to /Present continuous)

After the break, Teacher Luis asked students to stand up and make a circle. T Luis gave them a little stick with a number. T Luis explained that they were going to play a game called “The King’s stick”. Each student was going to have a little stick with a number, but one of the students was going to have a crown. The SS who had the crown, could say two numbers, and the people who had those numbers, were going to have a penitence. (Honestly, I enjoyed this activity because it was very interesting and I could notice that the complete class loved it) T and SS played this game three times. Besides that, T Luis asked ss to sit down, T wrote on the board the different structures to use (be going to and Present Continuous). Moreover, T asked SS if they remembered those structures. (Students already had learned these topics; Ss said yes, they knew how use be going to and present continuous). Teacher explained each topic and wrote some examples on the board. 

(Students already had learned these topics; Ss said yes, they knew how use be going to and present continuous).

Activity 8: Practice Grammar.

Besides, when students understood the topic, Teacher Luis asked them to work in their books in pag 37. SS had to see the pictures and fill in the black spaces the correct answer using be going to or present continuous. Then, when they finished, teachers asked some students to read their answers. After this activity, SS were asked to work in their notebooks, each student had to write 4 sentences using be going to and present continuous based on what they had read in the book (2 sentences per each structure).

(I checked that students want to participate in this exercise, almost all students made their sentences).

Activity 9: Writing task

Before to finish the class, students were asked to work in a writing task. Students had to describe in 5 to 10 lines the question “what will you do in this coming Christmas?”. Each student had to use at least to time the future clauses (be going to, present continuous and future with will). When they finished, each student had to cut their pages and they gave them to the teacher. (I liked this activity, because ss can put into practice what they have learned in the class).